EDUC 3/450 Weekly Lesson Plan format (supporting home learning using work packets) Title/Theme of Lessons: The Ecosystem Dates & # of days: 1 (Monday) Subject Area(s): Language Arts Grade Level: Standard 2 Reading Comprehension/ Grammar Essential Question/s: What would be the consequences of using the wrong coordinating conjunction in oral or written form? LEARNING OUTCOMES: List LO’s as they align with the learning objectives. (taken from relevant curriculum documents). 27.8 Show awareness of character when re-telling or re-enacting stories. 28.12 Explain story predictions by giving examples from the text. 44.7 Join two phrases with an appropriate coordinating conjunction, for example, and, or, but to form a compound sentence in original writing Concept Map CENTRAL FOCUS: Identify the important understanding(s) and core concepts(s) that you want students to develop within the learning What are character traits? Well, they're the parts of a person's behavior and attitude that makes up their personality. Everyone has character traits, both positive and negative, even characters in books. Character traits segment. In other words, what is the big idea? are often shown with descriptive adjectives, like patient, faithful, or jealous. What is a Compound Sentence? Whenever you join two simple sentences using a comma or conjunction you form a Compound Sentence. What are Conjunctions? Are words used to connect sentences, phrases or clauses together? Technology Integration: List specific technology used in lessons. Each set of lessons is required to have teacher made technology meaningfully integrated. E.g., audio/video clip introducing main concept Video recording of the teacher modelling the lesson and explaining the concept using computer and phone -Pre-recorded video will be shared Via WhatsApp and Google Classroom -Daily reminders on WhatsApp are recorded using wave pad audio recording application -Students will respond to some question using voice message or text message (WhatsApp) -Work will be uploaded via Google class for those who work with Google and for students who work with learning package and WhatsApp only they will enter work in folder B to be collected. CONTENT OBJECTIVE(S): Using video, flip book, graphic organizer and games students will be able to: 1. Complete five questions given from the story “The Farmer’s Chuck Surprise.” 2. Analyze the character “Farmer Chuck” and infer four-character traits based on evidence given in story 3. Choose the correct conjunction (and, but) to create five compound sentences. Previous Knowledge: Students know that a prediction is a guess that you make based on clues and pictures from the story. Provide extra video to students with need One to one session with students via WhatsApp video chat explain concept For higher achievement provide (extended worksheet) Technology integrated activities Differentiation strategies to meet diverse learner needs: e.g. material modification, audio/video reading Procedures for Lessons 1. Content Introduction: How will you introduce and teach the concept, process, or skill to fulfill the objective(s)? E.g. audio or video clip 2. Explanation: List activities used to deliver instruction. 3. Engagement: Describe what hands-on/minds-on activities students will be doing. Introduction: Teacher will present a picture of the story “Farmer’s Chuck Surprise” in pre-recorded video. Teacher will ask students, “What does the picture tell us about the story?” Have students make prediction of story and send their response via WhatsApp. Explanation: 1.Teacher will present the story “Farmer’s Chuck Surprise” digital flip book in pre-recorded video. 2.Teacher will read aloud story and will ask students to read along from where they are. 3. As teacher goes presenting the story she will pause in intervals and ask guided questions. 4. After reading the story teacher will ask students to re-turn to their prediction and check if they were right. Teacher will read questions from the story in pre-recorded video. 4. What will be done to end the lessons or transition to the next? 5. Teacher will review with students that a character has different traits and we can infer those traits based on the feeling, actions, speech and thoughts of the character. These traits are simply adjectives describing the story. 6. Review adjective with student. Tell students that adjectives are descriptive words that modify a noun (person, place, animal or thing). 7. Explain to students that when talking about character traits adjectives describe the personality of the character shown through the feelings, actions, thoughts and speech in story. Example: brave, mean, loving, tricky, shy etc. 8. Teacher will review with students compound sentences. (a sentence that has two independent clause) 9. Teacher will present a sentence using sentence strips in prerecorded video. Example: The children saw a chicken with her chicks. They even got to see a baby chick hatching from an egg. 9. Read aloud sentence in pre-recorded video. 10. Present the conjunction words “and” and “but” on screen in pre-recorded video. Ask students which conjunction word can be used to create a compound sentence with sentences provided. Have them send response via WhatsApp. 11. Model creating a compound sentence using the conjunction and. Remind students to add their comma before the conjunction word. 12. Read aloud the compound sentence created. The children saw a chicken with her chicks, and they even got to see a baby chick hatching from an egg. Engagement: 1.Have students complete questions given from the story “The Farmer’s Chuck Surprise.” Students will write questions and answer in folder sheet. Questions will be uploaded in Google Class and provided in learning package. Differentiation: Students with needs will be given multiple choice sheet. 2. Have students Analyze the character “Farmer Chuck” and infer four-character traits based on evidence given in story. Students will be given a FAST (feelings, actions, speech, thoughts) character trait organizer to complete. Have students record themselves and present their graphic organizer. Differentiation: Higher achievement students will explain the evidence of the trait they choose for Farmer Chuck. 3. Teacher will upload a link in Google Class and will share it on WhatsApp. Teacher will have students play a game online and will them choose the correct conjunction (and, but) to create five compound sentences. https://wordwall.net/play/11206/602/109 Top 5 students in the game will be (big up)congratulated at the beginning of the next video lesson. Closure: Have students write a jingle that explains the main idea of the lesson. Have them record them selves and send via WhatsApp. Assessment/Evaluation: Check for understanding. How will you assess student learning? (graded & ungraded; Paper or through technology) Instructional Resources: List all resources used to create your lessons e.g., books, specific websites, instructional materials, etc. Cite items properly using the APA format. Reflection What did not work the way you hoped or what limitations occurred? Teacher will collect question and answer folder sheet and will assess using checklist. Teacher will collect graphic organizer and assess using checklist. This Reading Mama. (2019, September 28). Compound sentences printable activities. Retrieved February 14, 2021, from https://thisreadingmama.com/compound-sentences-printableactivities/ Students enjoyed the story. They gave positive feed back on WhatsApp. The video I received with the jingles allowed me to assess their understanding of the concept taught. One or two students needed assistance with being able to use the conjunctions properly. They were given one to one assistance via WhatsApp video chat. They were given more examples and practice work. I like this lesson my students presented their graphic organizer properly; they were able to explain the evidence of why they choose that character trait for Farmer Chuck. In this I believe I could have used more examples when explaining the use of andbut conjunction words. EDUC 3/450 Weekly Lesson Plan format (supporting home learning using work packets) Title/Theme of Lessons: The Ecosystem Dates & # of days: 1 (Tuesday) Subject Area(s): Language Arts Grade Level: Standard 2 Spelling/Vocabulary and Phonics Essential Question/s: How important are digraphs in reading? LEARNING OUTCOMES: List LO’s as they align with the learning objectives. (taken from relevant curriculum documents). 2.13 Note a small number of important points while listening to a text. 20.22 Read words with a variety of long and short vowel sounds, including multisyllabic words 20.23 Apply alphabet code knowledge to read the majority of words correctly Concept Map CENTRAL FOCUS: Identify the important understanding(s) and core concepts(s) that you want students to develop within the learning segment. In other words, what is the big idea? Consonant digraphs refer to a joint set of consonants that form one sound. Example /ch/. Some digraphs are found at both the beginning and the end of a word. Technology Integration: List specific technology used in lessons. Each set of lessons is required to have teacher made technology meaningfully integrated. E.g. audio/video clip introducing main concept Video recording of the teacher modelling the lesson and explaining the concept using computer and phone -Pre-recorded video will be shared Via WhatsApp and Google Classroom -Daily reminders on WhatsApp are recorded using wave pad audio recording application -Students will respond to some question using voice message or text message (WhatsApp) -Work will be uploaded via Google class for those who work with Google and for students who work with learning package and WhatsApp only they will enter work in folder B to be collected. CONTENT OBJECTIVE(S): Using video, story, and pictures students will be able to: 1: Identify at least ten /ch/ words in the story “Farmer Chuck’s Surprise.” 2. Create five words by manipulating the letters to form the words. 3. Use any three of the /ch/ words formed in previous activity and write complete sentences using the words. Previous Knowledge: Students can identify the digraph “ch.” Provide extra video of suffix to students with special needs Use visuals to show the concept of adding suffix at the end of a word One to one session with students via WhatsApp video chat explain concept For higher achievement provide (extended worksheet) Technology integrated activities Procedures for Based on each packet sent to students. Lessons Students will view pre-record video shared on Google Class and 1. Content Introduction: What Sapp. In the video: How will you introduce Introduction: Teacher will present a video in the pre-recorded and teach the concept, video. In the video teacher will have a background of the forest. In process, or skill to the background teacher will have 3 types of digraphs /ch/, /sh/ and fulfill the objective(s)? /th/. Teacher will have students identify the /ch/ digraph. Teacher E.g. audio or video clip will tell students that we are going on a digraph hunt. While they are 2. Explanation: List finding the /ch/ digraph they will be singing a song with “the bear activities used to hunt tune” deliver instruction. Song: We’re going on digraph hunt /ch/ /ch/ /ch/ (digraph sound) 3. Engagement: I’m not afraid, are you afraid? No! Describe what handsDifferentiation strategies to meet diverse learner needs: e.g. material modification, audio/video reading on/minds-on activities students will be doing. 4. What will be done to end the lessons or transition to the next? What’s that up ahead? Can we take it with us? Have students share via WhatsApp how many digraphs they found. Explanation: 1. Teacher will review with students that when two consonants work together, they form a digraph sound. 2. Teacher will show the two letters on the screen of pre-recorded video. Teacher will show visually how letters are placed together to form the /ch/ sound. Teacher will explain to students that digraphs are important to learn because if you did not know that the two letters in a digraph make one sound, you'd be unable to read many new words 3. Teacher will present an anchor chart with 5 pictures that have the sound of the /ch/ digraph. Example: chair. The /ch/ will be high lightened with another color than the rest of the letters. Teacher will point the /ch/ in the beginning of the word and will say the name of the picture. Chair, chin, cheese etc. Have students say the name of the pictures along with teacher. 4. Teacher will review this process with the /ch/ digraph at the end of the word. 5. Teacher will present the story “Farmer Chucks Surprise” in prerecorded video. 6. Teacher will read the story aloud once more in pre-recorded video. 7. Teacher will tell students that they are to read along from where they are and to pay keen attention to the sound of each word. 8. Ask students what they noticed from the story? Have them respond via WhatsApp voice message. (ch words) Engagement: 1. Identify at least 10 /ch/ words in the story “Farmer Chuck’s Surprise.” Have students write it on “Ch mini table” and record themselves reading the words they wrote down. Send video via WhatsApp. Differentiations: Students with needs will identify 6 words in the text. 2. Teacher will have students form words by manipulating the letters to form the words. Teacher will provide students with a worksheet where they will have 5 pictures with /ch /sound. At the bottom of the picture the word will be unscrambled. They will cut and unscramble the words to form the correct /ch/ word of the picture. Have students stick the letters in their correct place under the picture. Have students record themselves forming 2 words and send via WhatsApp. 3. Have students use any three of the /ch/ words formed in previous activity and write complete sentences using the words. Differentiation: Students with needs will complete sentences using the words given. Closure: Teacher will share a riddle with students. Have students answer the riddle and send via WhatsApp. I end with “ch.” I am a group of things. I rhyme with lunch. Assessment/Evaluatio n: Check for understanding. How will you assess student learning? (graded & ungraded; Paper or through technology) Instructional Resources: List all resources used to create your lessons e.g., books, specific websites, instructional materials, etc. Cite items properly using the APA format. Reflection What did not work the way you hoped or what limitations occurred? Teacher will collect “Ch mini table” and will assess using checklist. Teacher will collect worksheet and sentences using checklist. Digraph CH. (n.d.). Retrieved February 10, 2021, from https://www.readinga-z.com/book.php?id=483 Students were able to find words in the story Farmer Chuck pasture, but some of them had a little trouble reading the words from the story. These students were given assistance on a one-to-one basis via WhatsApp. More videos with the /ch/ sound were shared. Based on students work and feed back 85 percent of my students are able to read some fluently and some have to syllabicate words to be able to read them. But I have the 15 percent of students who need more assistance with there sounds. Other than that, the lesson went well, students participated in activities and gave positive feedback. Note: On Wednesday no work was posted because teachers had to present to mass. Our school streamed the mass online therefore, no work was posted. EDUC 3/450 Weekly Lesson Plan format (supporting home learning using work packets) Title/Theme of Lessons: The Ecosystem Dates & # of days: 1 (Thursday) Subject Area(s): Language Arts Grade Level: Standard 2 Reading Comprehension/Phonics/Grammar Essential Question/s: Why is it important to have good character traits? 27.8 Show awareness of character when re-telling or re-enacting LEARNING stories. OUTCOMES: List LO’s as they align 44.7 Join two phrases with an appropriate coordinating with the learning conjunction, for example, and, or, but to form a compound objectives. (taken from sentence in original writing. relevant curriculum 20.23 Apply alphabet code knowledge to read the majority of documents). words correctly Concept Map CENTRAL FOCUS: Identify the important understanding(s) and core concepts(s) that you want students to develop within the learning segment. In other words, what is the big idea? What are character traits? Well, they're the parts of a person's behavior and attitude that makes up their personality. Everyone has character traits, both good and bad, even characters in books. Character traits are often shown with descriptive adjectives, like patient, faithful, or jealous. What is a Compound Sentence? Whenever you join two simple sentences using a comma or conjunction you form a Compound Sentence. What are Conjunctions? Are words used to connect sentences, phrases or clauses together? Technology Integration: List specific technology used in lessons. Each set of lessons is required to have teacher made technology meaningfully Video recording of the teacher modelling the lesson and explaining the concept using computer and phone -Pre-recorded video will be shared Via WhatsApp and Google Classroom -Daily reminders on WhatsApp are recorded using wave pad audio recording application integrated. E.g. audio/video clip introducing main concept -Students will respond to some question using voice message or text message (WhatsApp) -Work will be uploaded via Google class for those who work with Google and for students who work with learning package and WhatsApp only they will enter work in folder B to be collected. CONTENT OBJECTIVE(S): Using video, story and manipulatives students will be able to: 1. Analyze Farmer Chuck’s character traits and compare it with their own character traits using a graphic organizer. 2. Create five /ch/words by looking at the picture to figure out its beginning sound and then place the letter underneath. 3.Use these /ch/ words (cheetah, cheery, peach, lunch) in written sentences combining the use of coordinating conjunction. (and, but) Previous Knowledge: Students know that we all have good and bad character traits. Differentiation strategies to meet diverse learner needs: e.g., material modification, audio/video reading Provide extra video to students with need. Use visuals with students of special needs. One to one session with students via WhatsApp video chat explain concept. Provide more read aloud stories for children with needs. For higher achievement provide (extended worksheet) Technology integrated activities Based on each packet sent to students. Students will view pre-record video shared on Google Class and What Sapp. In the video: Introduction: Teacher will have students use their white board. They Procedures for Lessons 1. Content Introduction: How will you introduce and teach the concept, process, or skill to fulfill the objective(s)? E.g., audio or video clip 2. Explanation: List activities used to deliver instruction. 3. Engagement: Describe what hands-on/minds-on activities students will be doing. 4. What will be done to end the lessons or transition to the next? will be asked to draw a tree. In the tree they will have 2 branches of positive traits they have and two branches of negative traits that they have. They will build a tree with their positive and negative traits. Have students take picture and send via WhatsApp. Explanation: 1. Teacher will explain in pre-recorded video, that everyone has positive and negative traits. It is important to identify our traits especially the negative traits. Because when we are able to notice our negative trait, we can make changes to avoid practicing that trait. Example if you have a trait like lazy and you notice it. You can try to help around, be proactive to avoid having that character trait. By identifying our negative character traits, we can also try to understand why we react in such manner. While on the other hand, having good character traits helps you develop having a great personality. 2. Teacher will do a quick revision with students that every character is unique and has their own traits and traits can be identified based on character’s feelings, actions, speech and thoughts. 3.Discuss the three traits inferred about Farmer Chuck in the story. Provide evidence of the three traits mentioned in pre-recorded video 4. Present the sentence Farmer Chuck has a cheetah in his pasture, and he has an orchard with lots of peaches and apples. 5. Read sentence aloud for students in pre-recorded video. 6.Ask students what they observe from the sentence? Have them share their response on WhatsApp. (compound sentence, conjunction, /ch/digraph words.) 7.Teacher will have students write the sentence on their white board and circle the words with /ch/digraph in the sentence. Have students take picture and send via WhatsApp. 8.tell students that there is one more thing happening with the sentence provided: it’s a compound sentence. 9. Have students explain via voice message on WhatsApp why the sentence is a compound sentence. 10. Review that compound sentence has 2 independent clause which are joined by a comma and conjunction word. Highlight them on the sentence given above. Engagement: 1. Have students analyze Farmer Chuck’s character traits and compare his character trait with their own character traits using a graphic organizer. Haves students present their graphic organizer and record it. Have them upload graphic organizer in Google class/folder A and send video via WhatsApp. 2. Have students complete the “secret activity sheet”. They will create five /ch/words by looking at the picture to figure out its beginning sound and then place the letter underneath. Upload in Google class/folder A. Differentiation: Students with needs will have be provided with beginning or ending letter. 3. Have students use these /ch/ words (cheetah, cheery, peach, lunch) in written sentences combining the use of coordinating conjunction. Upload in Google class/folder A. Closure: Teacher will provide the outline of a butterfly in learning package and will upload in google class. Have students complete the butterfly by writing a compound sentence that contains 2 words with /ch/ digraph. Have students upload on Google Class or place in folder A. Tell students that the first 5 students who enter their work will receive a digit participation award which will be shared on the stream section of the Google class and shared on WhatsApp class group. Assessment/Evaluation: Teacher will collect graphic organizer and video and will assess using rubric. Check for understanding. How will you assess student learning? (graded & ungraded; Paper or through technology) Instructional Resources: List all resources used to create your lessons e.g., books, specific websites, instructional materials, etc. Cite items properly using the APA format. Reflection What did not work the way you hoped or what limitations occurred? Teacher will collect activity sheet and sentences which will be assessed using checklist. Watson, S. (n.d.). Why digraphs are important for reading and spelling success. Retrieved February 8, 2021, from https://www.thoughtco.com/digraphs-supporting-spellingand-decoding-3111053 Students were able to complete their graphic organizer and based on presentations they were able to clearly compare their character traits with Farmer Chuck’s character traits. Based on Secret worksheet activity feedback the use of picture made it easier for them to build words using ch digraph. Now, when they entered their sentences, I had 4 students who did not place their commas and they were still confusing the use of but -and. Teacher prepared google slide video explaining them the difference between and-but when forming compound sentences. Examples were provided along with online games to practice. (EDUC 3/450 Weekly Lesson Plan format (supporting home learning using work packets) Title/Theme of Lessons: The Ecosystem Dates & # of days: 1 (Friday) Subject Area(s): Language Arts Grade Level: Standard 2 Creative Writing Essential Question/s: How to write an interesting hook for our story? 34.6 Compose a short story based on a picture sequence LEARNING OUTCOMES: 38.3 Generate ideas for writing by making lists. List LO’s as they align with the learning objectives. (taken from relevant curriculum documents). Concept Map CENTRAL FOCUS: Identify the important understanding(s) and core concepts(s) that you want students to develop within the learning segment. In other words, what is the big idea? What are Conjunctions? Are words used to connect sentences, phrases or clauses together? Technology Integration: List specific technology used in lessons. Each set of lessons is required to have teacher made technology meaningfully integrated. E.g. audio/video clip introducing main concept Video recording of the teacher modelling the lesson and explaining the concept using computer and phone -Pre-recorded video will be shared Via WhatsApp and Google Classroom -Daily reminders on WhatsApp are recorded using wave pad audio recording application -Students will respond to some question using voice message or text message (WhatsApp) -Work will be uploaded via Google class for those who work with Google and for students who work with learning package and WhatsApp only they will enter work in folder B to be collected. CONTENT OBJECTIVE(S): Using pictures and video students will be able to: 1.Write six sentences about the character and setting. 2. Utilize the six sentences to construct introductory paragraph. 3. Apply the use of conjunctions to make 1-4 sentences compound or complex sentences. 4. Appreciate descriptive writing Students know that a sentence is a group of words that express a complete thought. Provide extra video to students with need Differentiation Use visuals strategies to meet One to one session with students via WhatsApp video chat explain diverse learner needs: e.g. material concept modification, For higher achievement provide (extended work) audio/video reading Technology integrated activities Procedures for Lessons Based on each packet sent to students. 1. Content Introduction: Students will view pre-record video shared on Google Class How will you introduce and What Sapp. In the video: and teach the concept, Introduction: Have students listen to the “Sentence song.” process, or skill to fulfill Teacher will present a sentence and a non-sentence in pre-recorded the objective(s)? E.g. video. Have students identify which one is the sentence and write it audio or video clip on their white board. Have students send image on WhatsApp. 2. Explanation: List Explanation: activities used to deliver 1. Teacher will explain to students in pre-recorded video that every instruction. story has its introductory paragraph and in the introductory 3. Engagement: Describe paragraph you present your setting and character. what hands-on/minds-on 2. Teacher will tell students I know you might be wondering what activities students will be is an introductory paragraph or how do you write one? doing. 3. First of all tell students they need to brainstorm on things they 4. What will be done to know about or like to do so they can write a lot about it. Have them end the lessons or list 4 things. After they have listed their ideas. Have them choose transition to the next? one and turn it into a sentence. Example: beach- A day at the beach. Have students write it on their blank and take picture of it and send via WhatsApp. 4.Teacher will present an anchor chart in pre-recorded video with the structure of an introductory paragraph. a. Hook c. Main characters b. Main Idea d. Setting 5Teacher will discuss each one in pre-recorded video providing real life examples. Teacher will provide students with a graphic organizer to write their introductory paragraph. 6. As teacher goes explaining the structure have students write their hook, main idea, main characters and setting of stories in graphic organizer. 7. Present the story “Farmer Chuck’s Surprise” in pre-recorded video in and have students read aloud at home as well. 8. Teacher will then present the story in sentence strips. Engagement: Previous Knowledge: 1.Teacher will have students arrange the sentence strips based on the structure of the introductory paragraph and stick on their paper to be collected in Google Class/ folder A. 2. Teacher will have students use the information written in graphic organizer to write 6 complete sentences. 3. Have students use the 6 sentences to construct an introductory paragraph. Have students write it on folder sheet and upload on google/folder A. Tell students that this is the 1st draft of their introduction of the story. Closure: Have students read their introductory paragraph on a one to one via WhatsApp. Have them share what they learnt and what they need more assistance on. Assessment/Evaluation Teacher will collect first draft of introduction and will assess using : Check for understanding. rubric. How will you assess student learning? (graded & ungraded; Paper or through technology) Instructional Resources: List all resources used to create Reading Eggs. (2020, May 12). A step-by-step guide to helping your lessons e.g., books, your child write a story. Retrieved February 14, 2021, from specific websites, https://readingeggs.com/articles/2015/06/19/story-writinginstructional materials, for-kids/ etc. Cite items properly using the APA format. Reflection What did not work the way you hoped or what limitations occurred? Students could have used a map to list their ideas to choose a topic. Then teacher could model writing sentences of the idea. The hook was shaky some students wrote questions but were not interesting questions. Lesson need reinforcement.
